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1、QualityInOnlineLearning(四)ApplicationNotes:Thecollaborativegroupprojectistheidealmeansbyodesoflearning.Assignyourstudentsrolesaketheresultsoftheirprivatelearningessentialtothesuccessofthegroup.Herearethreediscipline-specificexamplesofhoanagementcourse
2、,assignafeasibilitystudyofsaltsolutionsolarpondsanddefinethefolloicalengineer,economist,andindustrialengineer.Inanarthistorycourse,askeachgrouptoassembleacollectionforadifferentnationalmuseumandassigntherolesofhistorian,curator,andfinancialofficer.Ina
3、noccupationaltherapyclass,askgroupstoinvestigatetheuseofputerizedprostheses(mobilityenhancements)andassigntherolesoftherapist,psychologist,engineer,andsocialeconomist.#8:Inexorableepistemologicalpresumptionsmisdirecthigherorderlearning.Priorlearningis
4、animportantpre-requisitetocontinuedlearning.Itisalsothefoundationintoptionsabouttheepistemologicalcontextofthatpriorknoerousanecdotesandresearchfindingsthatdescribestudentsple,calculatethegravitationalattractionbetightberelatedtothemoon.Inaddition,stu
5、dentsneedtounderstandthevalueofcollectingandinterpretingiteanstocounteracttheseinaccuratepredispositions.AslongasnearilyonBloom'sthreeloentalpresumptionsandthisneasteringentirecollegedegreeprogramsofcognitiveknoisconceptionsofthefundamentalpreceptsfro
6、masterthehigherorderthinkingskillsinBloom'sthreehighertaxa(analytical,synthesis,evaluation)itisimportantforthecoursedesigntofirsthelpthestudentdiscoveranyintractableconflictsbetologicalpresumptions.Butfirst,itisnecessarytoconveyinaclearandpellingmanne
7、rtoeachstudent,thenatureandrealprospectthateachofusmayharboratleastonesuchfundamentalmisconception.Thecoursedesignshouldprovideforanon-threateningexplorationoftypicalmisconceptions,andhoalearner'svietangibleobservations,couldhavebeeninterpretedtodispe
8、lthemisconceptions.Encouragethestudenttopleteacarefulselfassessmentthatattemptstodiscoveranyofhisoisconceptionsinfundamentalreasoningthatlurksamongpriorlearning.Again,theentisanidealvenueforthepresentationofself-assessmentsandcuriosity-evoking
